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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
3
Oral Literature |
Songs/Oral Poetry- Introduction and Types
|
By the end of the
lesson, the learner
should be able to:
- Define oral poetry and songs - Identify types of oral poetry - Appreciate the role of songs in oral tradition |
The learner is guided to:
- Brainstorm on the meaning of oral poetry - Listen to different types of oral songs - Classify songs based on function and occasion |
What is oral poetry and why is it performed?
|
- Grade 10 Learner's Book
- Audio recordings - Digital devices - Classification charts |
- Definition assessment
- Classification exercises
- Listening comprehension
- Oral discussions
|
|
| 1 | 2 |
Oral Literature
Poetry Poetry |
Songs/Oral Poetry- Features and Functions
Songs/Oral Poetry- Performance Appreciation of Poetry- Categories of Poems Appreciation of Poetry- Process of Writing (Part 1) |
By the end of the
lesson, the learner
should be able to:
- Identify features of oral poetry - Analyse functions of songs in society - Value songs as cultural expressions |
The learner is guided to:
- Identify features of oral poetry from sample songs - Discuss functions of songs in various communities - Present findings on charts |
How do songs serve communities?
|
- Grade 10 Learner's Book
- Sample songs - Feature analysis charts - Presentation materials - Selected songs - Performance space - Recording devices - Poetry samples - Graphic organisers - Digital devices - Brainstorming materials - Topic selection guides |
- Feature identification
- Function analysis
- Chart presentations
- Peer assessment
|
|
| 1 | 3 |
Poetry
|
Appreciation of Poetry- Process of Writing (Part 2)
Appreciation of Poetry- Sharing and Publishing Appreciation of Poetry- Portfolio Development |
By the end of the
lesson, the learner
should be able to:
- Create the structure of a poem - Determine appropriate style for a poem - Appreciate form in poetry writing |
The learner is guided to:
- Create the structure (stanzas, lines) of a poem - Determine the style to use - Share ideas with peers for feedback |
How do we structure a poem?
|
- Grade 10 Learner's Book
- Poetry structure guides - Sample poems - Peer feedback tools - Publishing materials - School magazine - Feedback forms - Portfolio materials - Compiled poems - Reflection journals |
- Structure creation
- Style selection assessment
- Peer feedback
- Observation
|
|
| 1 | 4 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Themes (Part 1)
Fiction: Novel from Kenya- Themes (Part 2) |
By the end of the
lesson, the learner
should be able to:
- Identify themes in the novel - Discuss major and minor themes - Appreciate thematic depth in literature |
The learner is guided to:
- Identify the themes brought out in the novel - Collaborate to discuss the themes - Present findings to class |
What are the main themes in our novel?
|
- Grade 10 Learner's Book
- Set novel - Theme analysis charts - Discussion guides - Tree diagrams - Analysis materials |
- Theme identification
- Discussion participation
- Presentations
- Written analysis
|
|
| 1 | 5 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Lessons Learnt (Part 1)
Fiction: Novel from Kenya- Lessons Learnt (Part 2) |
By the end of the
lesson, the learner
should be able to:
- Identify lessons from the novel - Discuss moral and social lessons - Appreciate literature for moral education |
The learner is guided to:
- Brainstorm on lessons learnt from the novel - Discuss lessons with peers - Make notes on key takeaways |
What lessons can we learn from this novel?
|
- Grade 10 Learner's Book
- Set novel - Lesson extraction guides - Note-taking materials - Real-life examples - Reflection journals |
- Lesson identification
- Discussion quality
- Written notes
- Oral presentations
|
|
| 2 | 1 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- History of Kenya (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Research the history of Kenya - Identify historical elements in the novel - Appreciate how history influences fiction |
The learner is guided to:
- Research online and offline on the history of Kenya - Share findings with peers - Discuss elements of Kenyan history depicted in the novel |
How has history influenced this novel?
|
- Grade 10 Learner's Book
- Set novel - Internet resources - Historical references |
- Research presentation
- Historical analysis
- Oral discussions
- Written summaries
|
|
| 2 | 2 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- History of Kenya (Part 2)
Fiction: Novel from Kenya- Culture of Kenya (Part 1) |
By the end of the
lesson, the learner
should be able to:
- Analyse how historical events shape characters and plot - Debate the influence of history on fiction - Value historical context in literature |
The learner is guided to:
- Conduct a debate on how Kenyan history influenced the novel - Discuss specific historical references in the text - Make connections between history and narrative |
What role does history play in shaping the story?
|
- Grade 10 Learner's Book
- Set novel - Debate guidelines - Historical materials - Cultural reference materials - Discussion guides |
- Debate assessment
- Analysis quality
- Argumentation skills
- Peer evaluation
|
|
| 2 | 3 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Culture of Kenya (Part 2)
Non-Fiction: Personal Journal- Language and Style Analysis |
By the end of the
lesson, the learner
should be able to:
- Analyse how Kenyan culture influences the novel - Relate cultural aspects to contemporary society - Value culture's role in shaping fiction |
The learner is guided to:
- Discuss how Kenyan culture influenced the writing of the novel - Link cultural elements to real life - Make notes on cultural relevance |
What can we learn about our culture from this novel?
|
- Grade 10 Learner's Book
- Set novel - Cultural analysis tools - Note-taking materials - Sample journals - Digital devices - Style analysis materials |
- Cultural analysis
- Relevance discussions
- Written analysis
- Oral presentations
|
|
| 2 | 4 |
Fiction and Non-Fiction
Oral Literature Oral Literature |
Non-Fiction: Personal Journal- Creative Journal Writing
Short Forms- Introduction and Types Short Forms- Features and Functions (Part 1) |
By the end of the
lesson, the learner
should be able to:
- Write journal entries from personal experiences - Apply appropriate language and style - Value journals for effective communication |
The learner is guided to:
- Make journal entries based on personal experiences - Focus on themes such as risk awareness and road safety - Share work with peers for review |
How can we express our experiences through journals?
|
- Grade 10 Learner's Book
- Writing materials - Sample journals - Peer review tools - Video recordings - Digital devices - Sample short forms - Sample proverbs and riddles - Feature analysis charts - Presentation materials |
- Journal writing assessment
- Peer review
- Language effectiveness
- Portfolio organization
|
|
| 2 | 5 |
4
Oral Literature Oral Literature Oral Literature Poetry |
Short Forms- Features and Functions (Part 2)
Short Forms- Composition and Performance Short Forms- Portfolio Development Appreciation of Poetry- Sound Patterns: Onomatopoeia |
By the end of the
lesson, the learner
should be able to:
- Analyse features of wise sayings, tongue twisters, jokes, and puns - Discuss their functions in society - Appreciate their entertainment and educational value |
The learner is guided to:
- Discuss meanings and features of wise sayings, tongue twisters, jokes, and puns - Brainstorm on their functions - Share findings with peers |
What roles do these short forms play in society?
|
- Grade 10 Learner's Book
- Sample short forms - Analysis materials - Discussion guides - Writing materials - Performance space - Recording devices - Portfolio materials - Compiled short forms - Reflection journals - Sample poems - Digital devices - Sound pattern charts |
- Feature identification
- Function analysis
- Oral discussions
- Written summaries
|
|
| 3 | 1 |
Poetry
|
Appreciation of Poetry- Sound Patterns: Idiophones
Appreciation of Poetry- Sound Patterns: Rhyme Appreciation of Poetry- Sound Patterns Review |
By the end of the
lesson, the learner
should be able to:
- Define idiophones - Identify idiophones in oral poetry - Appreciate their role in creating auditory effects |
The learner is guided to:
- Describe idiophones - Listen to audio/video recordings of poems - Identify idiophones in poems |
How do idiophones create sound effects in poetry?
|
- Grade 10 Learner's Book
- Audio/video recordings - Sample poems - Analysis materials - Rhyme scheme charts - Analysis tools - Review materials - Discussion guides |
- Identification exercises
- Listening comprehension
- Oral discussions
- Written notes
|
|
| 3 | 2 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- Structure
Fiction: Play from Kenya- Features of a Play |
By the end of the
lesson, the learner
should be able to:
- Describe the structure of a play - Identify acts and scenes - Appreciate dramatic structure |
The learner is guided to:
- Search for the meaning of a play - Brainstorm on the structure of a play - Summarise findings on a chart |
What is the structure of a play?
|
- Grade 10 Learner's Book
- Sample plays - Digital devices - Structure charts - Set play - Video recordings - Feature analysis charts |
- Structure identification
- Chart assessment
- Presentations
- Oral discussions
|
|
| 3 | 3 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- Elements (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify exposition and introduction of characters - Understand inciting incident - Appreciate dramatic elements |
The learner is guided to:
- Read or watch a play - Identify exposition, characters, setting, and inciting incident - Discuss these elements with peers |
How do plays introduce their stories?
|
- Grade 10 Learner's Book
- Set play - Element identification guides - Discussion materials |
- Element identification
- Discussion participation
- Written analysis
- Oral presentations
|
|
| 3 | 4 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- Elements (Part 2)
Fiction: Play from Kenya- Importance |
By the end of the
lesson, the learner
should be able to:
- Identify rising action, confrontation, and conclusion - Analyse dramatic progression - Value plot development in plays |
The learner is guided to:
- Identify rising action, confrontation, and conclusion in a play - Discuss how these elements create dramatic tension - Make notes on plot progression |
How does conflict develop in a play?
|
- Grade 10 Learner's Book
- Set play - Plot analysis tools - Note-taking materials - Discussion guides - Presentation materials |
- Plot analysis
- Element identification
- Written notes
- Oral discussions
|
|
| 3 | 5 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- Review and Reading Session
Non-Fiction: Autobiography- Structure |
By the end of the
lesson, the learner
should be able to:
- Synthesise understanding of play structure and features - Engage in critical reading of plays - Value plays from Kenya for lifelong learning |
The learner is guided to:
- Team up with peers to conduct a reading session on plays - Make reviews of plays read - Share insights and reflections |
What have we learned about plays?
|
- Grade 10 Learner's Book
- Various plays - Review materials - Reading logs - Sample autobiographies - Digital devices - Graphic organisers |
- Reading comprehension
- Review quality
- Discussion participation
- Self-reflection
|
|
| 4 | 1 |
Fiction and Non-Fiction
|
Non-Fiction: Autobiography- Content Analysis
Non-Fiction: Autobiography- Relating to Real Life |
By the end of the
lesson, the learner
should be able to:
- Discuss the content of an autobiography - Identify key life events and experiences - Value autobiographies for understanding life journeys |
The learner is guided to:
- Conduct a reading session to read an autobiography - Brainstorm and discuss the content - Write a synopsis of the content |
Why do people write autobiographies?
|
- Grade 10 Learner's Book
- Sample autobiographies - Reading materials - Synopsis writing guides - Discussion guides - Reflection journals |
- Content analysis
- Discussion quality
- Synopsis assessment
- Peer review
|
|
| 4 | 2 |
5
Oral Literature Oral Literature Oral Literature Oral Literature |
Trickster Narrative- Introduction and Features
Trickster Narrative- Functions Trickster Narrative- Features of Style Trickster Narrative- Moral Lessons |
By the end of the
lesson, the learner
should be able to:
- Define a trickster narrative - Identify features of trickster narratives - Appreciate this narrative type |
The learner is guided to:
- Brainstorm on the definition of a trickster narrative - Team up to collect trickster narratives - Search for features and present findings |
What is a trickster narrative?
|
- Grade 10 Learner's Book
- Sample trickster narratives - Digital devices - Collection materials - Sample narratives - Function analysis charts - Discussion guides - Style analysis tools - Note-taking materials - Lesson extraction guides - Discussion materials |
- Definition assessment
- Feature identification
- Collection review
- Presentations
|
|
| 4 | 3 |
Oral Literature
Poetry |
Trickster Narrative- Performance (Part 1)
Trickster Narrative- Performance (Part 2) Appreciation of Poetry- Sound Patterns: Alliteration |
By the end of the
lesson, the learner
should be able to:
- Prepare to perform trickster narratives - Use appropriate verbal cues - Value performance techniques |
The learner is guided to:
- Practice narrating trickster narratives - Use appropriate verbal cues - Receive feedback from peers |
How can we effectively perform trickster narratives?
|
- Grade 10 Learner's Book
- Sample narratives - Performance space - Recording devices - Performance materials - Evaluation rubrics - Sample poems - Digital devices - Sound pattern charts |
- Performance preparation
- Verbal cue assessment
- Peer feedback
- Practice observation
|
|
| 4 | 4 |
Poetry
|
Appreciation of Poetry- Sound Patterns: Assonance
Appreciation of Poetry- Sound Patterns: Consonance Appreciation of Poetry- Relating Sound Patterns to Subject Matter |
By the end of the
lesson, the learner
should be able to:
- Define and identify assonance in poems - Analyse the effect of assonance - Value sound patterns for poetic beauty |
The learner is guided to:
- Search for the meaning of assonance - Identify assonance in poems - Discuss the significance of assonance in poetry |
What role does assonance play in poetry?
|
- Grade 10 Learner's Book
- Sample poems - Analysis tools - Note-taking materials - Digital devices - Analysis materials - Various poems - Analysis charts - Discussion guides |
- Identification exercises
- Analysis quality
- Oral discussions
- Written notes
|
|
| 4 | 5 |
Poetry
|
Appreciation of Poetry- Composing with Sound Patterns
|
By the end of the
lesson, the learner
should be able to:
- Compose a poem using sound patterns learned - Apply alliteration, assonance, and consonance - Value creative expression through poetry |
The learner is guided to:
- Compose a poem on mental health or road safety - Use sound patterns (alliteration, assonance, consonance) - Share poems with peers for feedback |
How can we use sound patterns in our own poetry?
|
- Grade 10 Learner's Book
- Writing materials - Sample poems - Peer review tools |
- Composition assessment
- Sound pattern application
- Peer feedback
- Creativity evaluation
|
|
| 5 | 1 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- The Plot
Fiction: Play from Kenya- Setting |
By the end of the
lesson, the learner
should be able to:
- Identify the sequence of events in the play - Analyse plot development - Appreciate how plot structures drama |
The learner is guided to:
- Collaborate to read the set play - Present the sequence of events on a flow chart - Discuss plot progression |
How does the plot unfold in this play?
|
- Grade 10 Learner's Book
- Set play - Flow chart materials - Discussion guides - Setting analysis tools - Note-taking materials |
- Plot identification
- Flow chart assessment
- Oral discussions
- Peer review
|
|
| 5 | 2 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- Characters
Fiction: Play from Kenya- Characterisation |
By the end of the
lesson, the learner
should be able to:
- Identify characters in the set play - Discuss character traits and development - Appreciate character complexity |
The learner is guided to:
- Identify characters in the set play - Collaborate to discuss their traits - Discuss relationships among characters |
Who are the main characters in the play?
|
- Grade 10 Learner's Book
- Set play - Character charts - Discussion materials - Role play materials - Analysis tools |
- Character identification
- Trait analysis
- Discussion participation
- Written summaries
|
|
| 5 | 3 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- Themes (Part 1)
Fiction: Play from Kenya- Themes (Part 2) |
By the end of the
lesson, the learner
should be able to:
- Identify themes in the set play - Discuss major thematic concerns - Appreciate thematic depth in drama |
The learner is guided to:
- Collaborate to identify and illustrate themes in the play - Share responses with peers - Discuss how themes are developed |
What are the main themes in this play?
|
- Grade 10 Learner's Book
- Set play - Theme analysis charts - Discussion guides - Real-life examples - Presentation materials |
- Theme identification
- Discussion quality
- Written analysis
- Presentations
|
|
| 5 | 4 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- Language and Style (Part 1)
Fiction: Play from Kenya- Language and Style (Part 2) |
By the end of the
lesson, the learner
should be able to:
- Identify stylistic devices in the play - Analyse language use in drama - Appreciate the playwright's craft |
The learner is guided to:
- Identify stylistic devices used in the play - Present findings in class - Discuss the effectiveness of language choices |
What stylistic devices are used in the play?
|
- Grade 10 Learner's Book
- Set play - Style analysis charts - Presentation materials - Summary materials - Analysis tools |
- Style identification
- Presentations
- Discussion participation
- Written analysis
|
|
| 5 | 5 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- Performance (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Prepare sections of the play for performance - Understand performance requirements - Value dramatic performance |
The learner is guided to:
- Select sections of the play for performance - Practice role playing with peers - Receive feedback on performance preparation |
How do we prepare to perform a play?
|
- Grade 10 Learner's Book
- Set play - Performance space - Practice materials |
- Performance preparation
- Practice observation
- Peer feedback
- Self-assessment
|
|
| 6 | 1 |
Fiction and Non-Fiction
|
Fiction: Play from Kenya- Performance and Review (Part 2)
Non-Fiction: Autobiography- Themes |
By the end of the
lesson, the learner
should be able to:
- Perform sections of the play - Demonstrate understanding through performance - Acknowledge the value of plays in highlighting societal concerns |
The learner is guided to:
- Role play a section of the play with peers - Record performances - Review and reflect on learning |
Why should one read and perform plays?
|
- Grade 10 Learner's Book
- Set play - Performance space - Recording devices - Sample autobiographies - Graphic organisers - Discussion materials |
- Performance assessment
- Recording review
- Self-reflection
- Peer evaluation
|
|
| 6 | 2 |
Fiction and Non-Fiction
Oral Literature Oral Literature |
Non-Fiction: Autobiography- Values
Songs/Oral Poetry- Form and Structure Songs/Oral Poetry- Features of Lullabies and Play Songs |
By the end of the
lesson, the learner
should be able to:
- Identify values depicted in the autobiography - Discuss how values are represented - Relate values to real life and acknowledge their significance for lifelong learning |
The learner is guided to:
- Team up to pick out values depicted in the autobiography - Relate values in the autobiography to real life - Discuss how themes represent values |
How are values portrayed in autobiographies and what can we learn from them?
|
- Grade 10 Learner's Book
- Sample autobiographies - Values charts - Discussion guides - Audio recordings - Digital devices - Charts - Teacher's Guide - Audio-visual resources |
- Values identification
- Discussion participation
- Written analysis
- Self-reflection
|
|
| 6 | 3 |
6
Oral Literature Oral Literature Poetry Poetry |
Songs/Oral Poetry- Functions
Songs/Oral Poetry- Performance Appreciation of Poetry- Repetition Appreciation of Poetry- Refrain |
By the end of the
lesson, the learner
should be able to:
- Analyse the functions of play songs and lullabies for literary analysis - Perform lullabies and play songs for literary appreciation - Appreciate the role of songs in oral tradition |
The learner is guided to:
- Brainstorm on the functions of play songs and lullabies - Team up to perform lullabies and play songs using appropriate verbal and non-verbal cues - Organise the songs presented in the class portfolio for peer review |
How do play songs help in social cohesion in the society?
|
- Grade 10 Learner's Book
- Audio recordings - Class portfolio - Digital devices - Teacher's Guide - Audio-visual resources - Poetry books - Charts |
- Performance assessment
- Peer assessment
- Portfolio assessment
- Observation
|
|
| 6 | 4 |
Poetry
Fiction and Non-Fiction |
Appreciation of Poetry- Chorus
Appreciation of Poetry- Composing with Rhythm Anthology of Short Stories- Features |
By the end of the
lesson, the learner
should be able to:
- Identify repetition, refrain and the chorus in a poem for critical analysis - Analyse repetition, refrain and the chorus in a poem for literary appreciation - Acknowledge the importance of poetry for lifelong learning |
The learner is guided to:
- Collaborate to recite a poem that has repetition, refrain or a chorus - Discuss the significance of repetition, refrain and chorus in a poem - Compose a poem with repetition, refrain or a chorus |
How does rhythm promote enjoyment in the recitation of a poem?
|
- Grade 10 Learner's Book
- Poetry books - Digital devices - School magazine - Teacher's Guide - Anthology of short stories - Charts |
- Poem composition assessment
- Peer assessment
- Creative writing assessment
- Checklists
|
|
| 6 | 5 |
Fiction and Non-Fiction
|
Anthology of Short Stories- History
Anthology of Short Stories- Culture |
By the end of the
lesson, the learner
should be able to:
- Relate aspects of history to the short story for critical analysis - Identify elements of history from the short stories - Appreciate how history and culture have shaped the short story as a form of fiction |
The learner is guided to:
- Team up to identify elements of history from the short stories - Summarise findings using graphic organisers - Relate the events of a short story to the history and culture of the region from where it is derived |
How has history and culture influenced the short story?
|
- Grade 10 Learner's Book
- Anthology of short stories - Digital devices - Charts - Teacher's Guide |
- Graphic organiser assessment
- Group discussions
- Peer assessment
- Checklists
|
|
| 7 | 1 |
Fiction and Non-Fiction
|
Anthology of Short Stories- Reading and Collection
Anthology of Short Stories- Plot and Setting |
By the end of the
lesson, the learner
should be able to:
- Read and collect short stories for literary appreciation - Organise short stories in a portfolio - Appreciate how history and culture have shaped the short story as a form of fiction |
The learner is guided to:
- Team up to collect short stories and organise them in a class portfolio - Conduct a reading session on the short stories collected and review with peers - Share findings from reading sessions |
How has history and culture influenced the short story?
|
- Grade 10 Learner's Book
- Anthology of short stories - Class portfolio - Digital devices - Teacher's Guide - Charts - Manilla papers |
- Portfolio assessment
- Reading assessment
- Peer assessment
- Observation
|
|
| 7 | 2 |
Fiction and Non-Fiction
|
Anthology of Short Stories- Character and Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Analyse the characters and their traits for literary analysis - Identify relationships between characters - Appreciate the value of the short story for lifelong learning |
The learner is guided to:
- Identify the characters in the short story and their traits - Practise hot seating for various characters - Link the characters to real life and draw lessons |
How do characters in short stories reflect our society?
|
- Grade 10 Learner's Book
- Anthology of short stories - Charts - Digital devices - Teacher's Guide |
- Hot seating assessment
- Oral presentations
- Group discussions
- Peer assessment
|
|
| 7 | 3 |
Fiction and Non-Fiction
|
Anthology of Short Stories- Lessons
Autobiography- Structure |
By the end of the
lesson, the learner
should be able to:
- Extract moral lessons from short stories - Relate short stories to real life experiences - Appreciate the value of the short story for lifelong learning |
The learner is guided to:
- Collaborate to present a summary of the characters and their relationship with others in a graphic organiser and display it in the classroom - Pick out the moral lessons from the short story - Relate lessons to real life |
Why should we pick moral lessons from short stories?
|
- Grade 10 Learner's Book
- Anthology of short stories - Charts - Teacher's Guide - Autobiographies - Digital devices |
- Graphic organiser assessment
- Oral questions
- Group discussions
- Checklists
|
|
| 7 | 4 |
Fiction and Non-Fiction
Oral Literature |
Autobiography- Content
Performance in Oral Literature- Features |
By the end of the
lesson, the learner
should be able to:
- Discuss the content of an autobiography for literary appreciation - Relate the content of an autobiography to real life - Acknowledge the value of writing for personal growth |
The learner is guided to:
- Conduct a reading session to read an autobiography - Brainstorm and discuss the content of the autobiography - Work jointly to write a synopsis of the content of the autobiography and share for peer review - Team up to relate the content of the autobiography to real life |
Why do people write autobiographies?
|
- Grade 10 Learner's Book
- Autobiographies - Digital devices - Class portfolio - Teacher's Guide - Audio-visual resources - Charts |
- Synopsis assessment
- Peer assessment
- Group discussions
- Checklists
|
|
| 7 | 5 |
7
Oral Literature Oral Literature |
Performance in Oral Literature- Qualities of a Good Storyteller
Performance in Oral Literature- Techniques |
By the end of the
lesson, the learner
should be able to:
- Discuss qualities of a good story teller for literary appreciation - Evaluate performance techniques in oral literature for critical analysis - Acknowledge the place of performance in oral literature for lifelong learning |
The learner is guided to:
- Make notes on the qualities of a good story teller - Watch the performance of any of the forms of oral literature and identify performance techniques applied - Discuss and share findings with peers |
How does performance affect the subject matter in oral literature?
|
- Grade 10 Learner's Book
- Audio-visual resources - Digital devices - Teacher's Guide |
- Oral presentations
- Written questions
- Peer assessment
- Checklists
|
|
| 8 | 1 |
Oral Literature
Poetry |
Performance in Oral Literature- Practical Performance
Appreciation of Poetry- Persona |
By the end of the
lesson, the learner
should be able to:
- Perform oral literature pieces effectively - Use verbal and non-verbal cues appropriately - Acknowledge the place of performance in oral literature for lifelong learning |
The learner is guided to:
- Perform an oral literature piece using the performance techniques - Review each other's performance for creativity and correctness - Record performances for assessment |
How does performance affect the subject matter in oral literature?
|
- Grade 10 Learner's Book
- Audio-visual resources - Recording devices - Teacher's Guide - Poetry books - Digital devices - Charts |
- Performance assessment
- Peer assessment
- Video assessment
- Checklists
|
|
| 8 | 2 |
Poetry
|
Appreciation of Poetry- Subject Matter
|
By the end of the
lesson, the learner
should be able to:
- Describe the subject matter in poems for literary analysis - Analyse the themes in poems for literary appreciation - Acknowledge the importance of subject matter for literary appreciation |
The learner is guided to:
- Read or recite a given poem and describe the subject matter of the poem - Share findings with peers - Present the themes brought out in a poem on a flow chart and display for peer review |
How do themes in poems capture our shared experiences?
|
- Grade 10 Learner's Book
- Poetry books - Charts - Digital devices - Teacher's Guide |
- Flow chart assessment
- Oral presentations
- Peer assessment
- Checklists
|
|
| 8 | 3 |
Poetry
|
Appreciation of Poetry- Themes in Poems from Kenya
Appreciation of Poetry- Significance of Subject Matter |
By the end of the
lesson, the learner
should be able to:
- Analyse the themes in poems for literary appreciation - Discuss various themes in Kenyan poetry - Acknowledge the importance of subject matter for literary appreciation |
The learner is guided to:
- Search a variety of poems on different themes and discuss them in class with peers - Recite poems on the environment and analyse their themes - Share findings with peers |
How do themes in poems capture our shared experiences?
|
- Grade 10 Learner's Book
- Poetry books - Digital devices - Teacher's Guide - Reading logs |
- Recitation assessment
- Oral presentations
- Group discussions
- Peer assessment
|
|
| 8 | 4 |
Poetry
Fiction and Non-Fiction |
Appreciation of Poetry- Reading Log and Sessions
Anthology of Short Stories- Plot and Setting |
By the end of the
lesson, the learner
should be able to:
- Maintain a reading log for poems - Conduct poetry reading sessions - Acknowledge the importance of subject matter for literary appreciation |
The learner is guided to:
- Conduct poetry sessions as a class to read varied poems - Prepare a reading log on poems read and identify the subject matter and themes from the poems - Share their reading logs with peers for peer reviews and recommendations |
How do themes in poems capture our shared experiences?
|
- Grade 10 Learner's Book
- Poetry books - Reading logs - Class portfolio - Teacher's Guide - Anthology of short stories - Charts - Manilla papers |
- Reading log assessment
- Portfolio assessment
- Peer assessment
- Self-assessment
|
|
| 8 | 5 |
Fiction and Non-Fiction
|
Anthology of Short Stories- Character and Characterisation
Anthology of Short Stories- Character Relationships |
By the end of the
lesson, the learner
should be able to:
- Analyse the characters and their traits for literary analysis - Identify relationships between characters - Appreciate the value of the short story for lifelong learning |
The learner is guided to:
- Identify the characters in the short story and their traits - Practise hot seating for various characters - Link the characters to real life and draw lessons |
How do characters in short stories reflect our society?
|
- Grade 10 Learner's Book
- Anthology of short stories - Charts - Digital devices - Teacher's Guide |
- Hot seating assessment
- Oral presentations
- Group discussions
- Peer assessment
|
|
| 9 | 1 |
Fiction and Non-Fiction
|
Anthology of Short Stories- Themes and Lessons
Anthology of Short Stories- Language and Style |
By the end of the
lesson, the learner
should be able to:
- Identify themes in short stories - Extract moral lessons from short stories - Appreciate the value of the short story for lifelong learning |
The learner is guided to:
- Pick out the moral lessons from the short story - Discuss themes in the short stories - Relate lessons to real life experiences |
Why should we pick moral lessons from short stories?
|
- Grade 10 Learner's Book
- Anthology of short stories - Digital devices - Teacher's Guide - Charts |
- Oral questions
- Group discussions
- Written questions
- Peer assessment
|
|
| 9 | 2 |
Fiction and Non-Fiction
|
Autobiography- Language and Style
|
By the end of the
lesson, the learner
should be able to:
- Identify the stylistic devices in an autobiography for literary analysis - Discuss the language and style in the autobiography for literary analysis - Acknowledge the significance of language and style in autobiographies for lifelong learning |
The learner is guided to:
- Read an autobiography - Team up to identify stylistic devices used - Identify the point of view used in narration in the autobiography - Discuss the language and style in the autobiography |
How do language and style enhance the presentation of an autobiography?
|
- Grade 10 Learner's Book
- Autobiographies - Digital devices - Teacher's Guide |
- Oral presentations
- Written questions
- Peer assessment
- Observation
|
|
| 9 | 3 |
Fiction and Non-Fiction
Oral Literature |
Autobiography- History and Culture
Songs/Oral Poetry- Form of Initiation Songs |
By the end of the
lesson, the learner
should be able to:
- Analyse the influence of history and culture on autobiography - Relate autobiography to real life experiences - Acknowledge the significance of language and style in autobiographies for lifelong learning |
The learner is guided to:
- Make notes on the language and style in the autobiography - Share their work for peer review - Discusses the influence that history and culture have had on the autobiography |
How do language and style enhance the presentation of an autobiography?
|
- Grade 10 Learner's Book
- Autobiographies - Class portfolio - Digital devices - Teacher's Guide - Audio recordings - Charts |
- Portfolio assessment
- Peer assessment
- Group discussions
- Checklists
|
|
| 9 | 4 |
8
Oral Literature Oral Literature |
Songs/Oral Poetry- Subject Matter and Functions
Songs/Oral Poetry- Performance of Initiation Songs |
By the end of the
lesson, the learner
should be able to:
- Analyse the subject matter and functions of a given initiation song - Discuss values depicted in initiation songs - Acknowledge the significance of initiation songs in promoting culture |
The learner is guided to:
- Read a given initiation song and collaborate to discuss its subject matter - Discuss the values depicted in the initiation songs - Make notes on functions of initiation songs |
How do the initiation songs propagate promotion of culture?
|
- Grade 10 Learner's Book
- Audio-visual resources - Digital devices - Teacher's Guide - Recording devices |
- Oral presentations
- Written questions
- Group discussions
- Peer assessment
|
|
| 9 | 5 |
Poetry
|
Appreciation of Poetry- Imagery
Appreciation of Poetry- Simile |
By the end of the
lesson, the learner
should be able to:
- Describe imagery in a poem for literary analysis - Analyse imagery in a poem for literary appreciation - Acknowledge the importance of imagery for literary appreciation |
The learner is guided to:
- Search the meaning of 'imagery' from print and non-print sources - Identify types of imagery in poetry and share with peers - Team up to prepare a mind map summarising the types of imagery and display in class |
How does the use of imagery promote imagination and creativity in poetry?
|
- Grade 10 Learner's Book
- Poetry books - Digital devices - Charts - Teacher's Guide |
- Mind map assessment
- Oral questions
- Peer assessment
- Observation
|
|
| 10 | 1 |
Poetry
|
Appreciation of Poetry- Metaphor
Appreciation of Poetry- Composing with Imagery |
By the end of the
lesson, the learner
should be able to:
- Identify and analyse metaphors in poetry - Distinguish between similes and metaphors - Acknowledge the importance of imagery for literary appreciation |
The learner is guided to:
- Work jointly to match metaphors to their meaning - Discuss the significance of imagery in a given poem - Collaborate and use imagery, similes and metaphors to write a poem on road safety |
How does the use of imagery promote imagination and creativity in poetry?
|
- Grade 10 Learner's Book
- Poetry books - Digital devices - Class portfolio - Teacher's Guide |
- Matching exercise assessment
- Poem composition assessment
- Peer assessment
- Portfolio assessment
|
|
| 10 | 2 |
Fiction and Non-Fiction
|
The Play from Kenya- Performance Preparation
|
By the end of the
lesson, the learner
should be able to:
- Analyse sections of the play for performance - Select appropriate scenes for performance - Appreciate the value of performing plays |
The learner is guided to:
- Read sections of the play from Kenya - Collaborate to select scenes for performance - Discuss character roles and relationships - Assign roles for performance |
Why is performance important in studying plays?
|
- Grade 10 Learner's Book
- Play from Kenya - Digital devices - Scripts - Teacher's Guide |
- Observation
- Oral questions
- Group discussions
- Role allocation assessment
|
|
| 10 | 3 |
Fiction and Non-Fiction
|
The Play from Kenya- Rehearsals and Blocking
The Play from Kenya- Performance Techniques |
By the end of the
lesson, the learner
should be able to:
- Rehearse selected scenes from the play - Apply blocking and stage movement - Appreciate the value of performing plays |
The learner is guided to:
- Practice lines and dialogue delivery - Work on stage blocking and movement - Collaborate with peers on character interactions - Use props and costumes appropriately |
Why is performance important in studying plays?
|
- Grade 10 Learner's Book
- Play from Kenya - Props - Costumes - Performance space - Teacher's Guide - Audio-visual resources |
- Rehearsal assessment
- Observation
- Peer assessment
- Blocking assessment
|
|
| 10 | 4 |
Fiction and Non-Fiction
|
The Play from Kenya- Final Rehearsal
Literary/Narrative Journalism- Introduction and Features |
By the end of the
lesson, the learner
should be able to:
- Conduct final rehearsals for performance - Refine performance techniques - Appreciate the value of performing plays |
The learner is guided to:
- Conduct full run-through of selected scenes - Make adjustments based on feedback - Perfect timing and coordination - Prepare for final performance |
Why is performance important in studying plays?
|
- Grade 10 Learner's Book
- Play from Kenya - Props - Costumes - Performance space - Teacher's Guide - Newspapers - Magazines - Digital devices - Charts |
- Rehearsal assessment
- Observation
- Peer assessment
- Self-assessment
|
|
| 10 | 5 |
Fiction and Non-Fiction
|
Literary/Narrative Journalism- Themes and Techniques
Literary/Narrative Journalism- Writing Practice |
By the end of the
lesson, the learner
should be able to:
- Identify themes in literary journalism - Analyse storytelling techniques used - Appreciate the importance of literary journalism for lifelong learning |
The learner is guided to:
- Read literary journalism pieces and identify themes - Discuss storytelling techniques such as narrative structure, character development, and descriptive language - Compare literary journalism with fiction - Share findings with peers |
What makes literary journalism different from regular news reporting?
|
- Grade 10 Learner's Book
- Newspapers - Magazines - Digital devices - Teacher's Guide - Notebooks - Class portfolio |
- Oral presentations
- Group discussions
- Written analysis
- Peer assessment
|
|
| 11 | 1 |
9
Oral Literature |
Oral Literature Fieldwork- Objectives
|
By the end of the
lesson, the learner
should be able to:
- Explain the preparation process for fieldwork - Formulate the objectives of the fieldwork project - Appreciate the value of fieldwork in research |
The learner is guided to:
- Brainstorm on the significance of field work in oral literature and present their findings - Team up to prepare for a fieldwork project - Explore objectives, methods of data collection and ethical considerations in fieldwork |
Why is fieldwork important in oral literature?
|
- Grade 10 Learner's Book
- Digital devices - Charts - Teacher's Guide |
- Observation
- Oral questions
- Group discussions
- Peer assessment
|
|
| 11 | 2 |
Oral Literature
|
Oral Literature Fieldwork- Importance
Oral Literature Fieldwork- Methods of Data Collection |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of fieldwork in oral literature - Evaluate methods of data collection in fieldwork - Appreciate the value of fieldwork in research |
The learner is guided to:
- Collaborate to summarise the information in a graphic organiser and display in the classroom for peer review - Collaborate to discuss the value of the fieldwork project - Make notes on importance of fieldwork |
Why is fieldwork important in oral literature?
|
- Grade 10 Learner's Book
- Charts - Digital devices - Teacher's Guide |
- Graphic organiser assessment
- Oral presentations
- Peer assessment
- Checklists
|
|
| 11 | 3 |
Oral Literature
|
Oral Literature Fieldwork- Requirements and Ethics
Oral Literature Fieldwork- Preparation |
By the end of the
lesson, the learner
should be able to:
- Explain ethical considerations in fieldwork - Identify requirements for conducting fieldwork - Appreciate the value of fieldwork in research |
The learner is guided to:
- Explore objectives, methods of data collection and ethical considerations in fieldwork - Discuss ethical considerations in conducting fieldwork - Make notes on fieldwork requirements |
Why is fieldwork important in oral literature?
|
- Grade 10 Learner's Book
- Digital devices - Charts - Teacher's Guide - Recording devices - Notebooks |
- Oral questions
- Written questions
- Group discussions
- Checklists
|
|
| 11 | 4 |
Oral Literature
Poetry |
Oral Literature Fieldwork- Execution
Appreciation of Poetry- Tone and Mood |
By the end of the
lesson, the learner
should be able to:
- Conduct a fieldwork research on short forms for literary appreciation - Collect data using appropriate methods - Appreciate the value of fieldwork in research |
The learner is guided to:
- Conduct a fieldwork research on short forms as an extended learning activity - Collect data using appropriate methods - Document fieldwork experiences |
Why is fieldwork important in oral literature?
|
- Grade 10 Learner's Book
- Recording devices - Notebooks - Digital devices - Teacher's Guide - Poetry books - Charts |
- Fieldwork assessment
- Observation
- Data collection assessment
- Checklists
|
|
| 11 | 5 |
Poetry
|
Appreciation of Poetry- Subject Matter
Appreciation of Poetry- Themes |
By the end of the
lesson, the learner
should be able to:
- Examine the subject matter in poems for literary analysis - Analyse themes in a variety of poems for literary appreciation - Acknowledge the significance of subject matter in poems for literary appreciation |
The learner is guided to:
- Read a variety of poems and collaborate to describe the subject matter - Search a variety of poems on different themes and discuss them in class with peers - Share findings with peers |
Why is it important to study a variety of themes in poetry?
|
- Grade 10 Learner's Book
- Poetry books - Digital devices - Teacher's Guide |
- Oral presentations
- Group discussions
- Peer assessment
- Checklists
|
|
| 12 | 1 |
Poetry
|
Appreciation of Poetry- Reading Sessions
|
By the end of the
lesson, the learner
should be able to:
- Conduct poetry sessions for varied reading - Maintain a reading log on poems - Acknowledge the significance of subject matter in poems for literary appreciation |
The learner is guided to:
- Conduct poetry sessions as a class to read varied poems - Prepare a reading log on poems read and identify the subject matter and themes from the poems - Share their reading logs with peers for peer reviews and recommendations |
Why is it important to study a variety of themes in poetry?
|
- Grade 10 Learner's Book
- Poetry books - Reading logs - Class portfolio - Teacher's Guide |
- Reading log assessment
- Portfolio assessment
- Peer assessment
- Self-assessment
|
|
| 12 | 2 |
Poetry
Fiction and Non-Fiction |
Appreciation of Poetry- Reading Log
Anthology of Short Stories- Themes |
By the end of the
lesson, the learner
should be able to:
- Maintain a comprehensive reading log - Track subject matter and themes in poems - Acknowledge the significance of subject matter in poems for literary appreciation |
The learner is guided to:
- Prepare a reading log on poems read and identify the subject matter and themes from the poems - Share their reading logs with peers for peer reviews and recommendations - Make improvements based on feedback |
Why is it important to study a variety of themes in poetry?
|
- Grade 10 Learner's Book
- Poetry books - Reading logs - Teacher's Guide - Anthology of short stories - Digital devices - Charts |
- Reading log assessment
- Self-assessment
- Peer assessment
- Observation
|
|
| 12 | 3 |
Fiction and Non-Fiction
|
Anthology of Short Stories- Themes and Real Life
Anthology of Short Stories- Language and Style |
By the end of the
lesson, the learner
should be able to:
- Relate thematic concerns in short stories to values for lifelong learning - Link themes to real life concerns - Appreciate the values in short stories for lifelong learning |
The learner is guided to:
- Link themes to real life concerns and draw moral lessons - Discuss how values are depicted from themes in the short story - Relate the aspects of values depicted in the short story to real life |
Why do we study short stories in literature?
|
- Grade 10 Learner's Book
- Anthology of short stories - Digital devices - Teacher's Guide - Charts |
- Oral presentations
- Group discussions
- Written questions
- Peer assessment
|
|
| 12 | 4 |
Fiction and Non-Fiction
|
Anthology of Short Stories- Values
Anthology of Short Stories- Comprehensive Analysis |
By the end of the
lesson, the learner
should be able to:
- Discuss values depicted in short stories - Relate values to real life experiences - Appreciate the values in short stories for lifelong learning |
The learner is guided to:
- Discuss how values are depicted from themes in the short story - Relate the aspects of values depicted in the short story to real life - Make presentations on values identified |
Why do we study short stories in literature?
|
- Grade 10 Learner's Book
- Anthology of short stories - Digital devices - Teacher's Guide - Charts |
- Oral presentations
- Group discussions
- Peer assessment
- Observation
|
|
| 12 | 5 |
Fiction and Non-Fiction
|
Literary/Narrative Journalism- Structure and Language
Literary/Narrative Journalism- Themes and Values Literary/Narrative Journalism- Writing and Publishing |
By the end of the
lesson, the learner
should be able to:
- Discuss the themes in literary journalism for literary analysis - Analyse the language and style in literary journalism for literary appreciation - Appreciate the importance of literary journalism for lifelong learning |
The learner is guided to:
- Read a report or story from a magazine or newspaper - Collaborate to identify the themes in the stories - Summarise their findings in a chart and share with peers - Discuss the language and style used |
How can literary journalism promote lifelong learning?
|
- Grade 10 Learner's Book
- Newspapers - Magazines - Digital devices - Teacher's Guide - Class portfolio |
- Observation
- Oral presentations
- Chart assessment
- Peer assessment
|
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